Mrs Lipman has no intention of taking Mr Galton’s advice about the barrage of tests onday one, nor does she agree with his philosophy of establishing ‘who’s boss’! She islooking forward for the first time in her teaching career to having her own class for thewhole year, and she wants to establish a community of learners where each child feels asense of belonging. With this in mind, she starts to think of what she might do in the firstweek to get to know her students and establish a positive learning environment in herclassroom.Case study notes:4. What new understanding do you have about Mrs Lipman?5. Mrs Lipman has studied Gifted Education at GG University. Knowing some of the readings she might have studied and the sorts of ideas she might have discussed, speculate as to her philosophy & beliefs about gifted children and their education. What readings & ideas might she have used to inform her philosophy?6. With her affective objectives in mind, what might Mrs Lipman do on the first day?7. How would she explain to Mr Galton why she would not set tests on day 1?8. What other information might help Mrs Lipman to plan appropriately for her class in this first week?
Tutorial 2(a): Identifying students’ affective needs.Mrs Lipman opens the file that the Year 6 teachers compiled at the end of the previousyear with some background information on each student. (Appendix A) Whilst she intendsto make her own observations on each student, this background information she hopeswill alert her to any possible affective issues that she needs to be aware of in order tomake the first week a positive experience for each student. She has recently readDamasio’s (1999) book on brain research and agrees with the position that affectprecedes cognition. She wants to address students’ affective needs as well as, and inpreparation for, addressing their cognitive needs. Of the 25 diverse students in her class,eight students in particular alert her as possibly having specific social and emotionalneeds that may be related to giftedness. Case study notes:9. Review the information given about the 8 students identified by Mrs Lipman. Consider what their characteristics, behaviours and needs might be. Add these ideas to the table in Appendix A.
Tutorial 2(b): Student interactions in the first week of school term.Mrs Lipman asks her students to draw, or make, or write about something that isparticularly important to them. She tells the students that they have 20 minutes to completethis activity and then they will each present it to the whole class.Lewis appears to be disgruntled & demands to know why they have to do this. She cansee that a few of the students are similarly reluctant to comply. She’s sure that this will be animportant ‘ice-breaker’ activity and a very useful way for her to find out something about eachstudent’s interests, learning preference and confidence. She reassures the class that she is